Use of Scaffolding to Promote Engagement and Learning in Asynchronous Online Discussions

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Author(s): Linda Clark Ashar (American Public University System, USA)
Copyright: 2025
Pages: 28
Source title: Best Practices and Strategies for Online Instructors: Insights From Higher Education Online Faculty
Source Author(s)/Editor(s): Lori B. Doyle (Concordia University, Irvine, USA)and Tanya M. Tarbutton (Concordia University, Irvine, USA)
DOI: 10.4018/979-8-3693-4407-1.ch011

Keywords: Educational Leadership & Administration / Educational Technologies / Information Science Reference / Knowledge Management and Library Science

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Abstract

This chapter per the author proposes scaffolding as a best practice methodology for encouraging student learning and engagement in asynchronous discussions in the online higher education classroom. Grounded in Lev Semyonovich Vygotsky's Zone of Proximal Development and developmental theories that followed, scaffolding techniques harmonize with fundamental learning theories and practices, such as the tripartite Community of Inquiry framework of social, teaching, and cognitive presence. This chapter explains the value of scaffolding as supported by relevant research, and offers illustrative examples of the use of scaffolding to promote engagement and learning in online asynchronous discussions.

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Use of Scaffolding to Promote Engagement and Learning in Asynchronous Online Discussions

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